Configurable motor mats

ABSTRACT

A configurable motor-task mat system includes a flexible mat having an upper surface and a lower surface and a plurality of adhesive-free decals each including a front surface and a rear surface, respectively. The flexible mat includes an upper surface providing a substantially uniform and highly smooth surface. Each of the decal rear surfaces include a smooth glossy surface. Each of the plurality of adhesive-free decals include information provided in a graphic, respectively, on the front surface, the information conveying a cue concerning a respective motor task to be performed by a user with the rear surface of the respective adhesive-free decal placed in contact with the upper surface of the flexible mat and the plurality of adhesive-free decals affixed to the flexible mat in a first configuration. The plurality of adhesive-free decals are configured to remain in a fixed location during use in the first configuration as a result of an adhesion established by a distance dependent molecular adhesion force between the rear surface of the decal and the upper surface of the flexible mat.

BACKGROUND OF INVENTION 1. Field of Invention

This invention relates generally to motor mats. More specifically, at least one embodiment relates to a configurable motor mat system.

2. Discussion of Related Art

Structured body movement such as yoga provides widely recognized benefits for an individual's state of mind. Similarly, occupational therapists recognize that the right amount and the right types of movement can benefit children by improving their focus. For example, a structured set of movements can help calm children down, help them become more alert, more organized and/or more regulated in their behavior. All of the preceding can improve the learning process and increase learning.

Some occupational therapists employ motor tasks with children to achieve one or more of the preceding positive outcomes. A motor mat provides a path or route that prompts the user to complete different types of motor tasks. That is, the motor mat provides a motor pathway or path. For example, the motor tasks can be geared toward organizing, alerting and/or calming children. In general, a motor path prompts movements that include any one of or any combination of a sequenced mixture of gross motor tasks (jumping, hopping, etc.), sensory motor tasks (spinning, balance, etc.), and visual motor tasks. Often, motor tasks are employed with children when they are transitioning between different types of activities and/or between different physical locations.

A motor path typically provides a desired motor sequence to be performed by the user. That is, the motor path provides a sequential set of visual cues concerning the activity/movement that should be completed at each spot along the way. The visual cues can include text, shapes or other graphics elements that cue the participant to step, hop, crab walk, spin, etc. in a predefined sequence of movements.

In outdoor environments, motor paths are sometimes provided by a set of visual cues hand-sketched with chalk on a hard surface or the application of adhesive backed stickers to an outdoor surface. Indoor motor paths are typically provided by gluing adhesive backed decals to a floor or wall. However, these motor paths create a permanent and unchanging set of visual cues that fail to provide students with any variety over time. That is, these motor paths cannot accommodate children at different stages of development. Consequently, they do not even assist the same child as the child's skills progress over time. In addition, any time an adhesive backed sticker or decal is used, the motor sequence can only be modified by removing the sticker or decal by scraping it from the surface. Because permanent adhesives are used, this often requires that the surface be cleaned with a cleaning solvent to remove any adhesive remaining on the surface when the sticker or decal is removed.

Historically, hook and loop fastener systems such as VELCRO brand fastening systems have been used to temporarily attach materials to one another. However, these attachment systems are unhygienic and not suitable for use on floors or other surfaces where dirt and contaminants can collect.

SUMMARY OF INVENTION

Therefore, there is a need for apparatus, systems and methods to provide configurable motor pathways that allow a variety of different motor paths to be established using the same motor mat system. According to various embodiments, a configurable motor mat system includes a set of adhesive-free decals for use with a portable mat to provide multiple unique motor pathway configurations. Each motor activity can be established for temporary use, later be removed, and then replaced with a different motor activity or sequence of motor activities. Some embodiments provide the preceding in a combination of materials such that the adhesive-free decals are securely fixed in a location on the mat to allow users to perform dynamic activities such as walking, jumping and spinning without breaking the bond between the decal and the mat. According to one embodiment, the preceding is achieved via a distance dependent molecular attachment between the underside of the decal and the upper surface of the portable mat.

In some aspects, a configurable motor mat system includes a flexible mat manufactured from thermoplastic polyurethane, and a plurality of adhesive-free decals each manufactured from vinyl. In some embodiments, each of the plurality of adhesive-free decals includes information provided in a graphic, respectively, the information conveying an instruction concerning a respective movement by a user, the plurality of adhesive-free decals configured to remain in a fixed location via a distance dependent molecular adhesion when placed on the flexible mat. In a further embodiment, an attachment force provided by the distance dependent molecular adhesion is sufficient to maintain each of the adhesive-free decals in their respective fixed location when subject to repeated foot traffic, and the attachment force provided by the distance dependent molecular adhesion is releasable by grasping an edge of the respective adhesive-free decal with fingertips and peeling the respective adhesive-free decal away from the flexible mat.

In various embodiments, a configurable system for engaging users in motor-tasks also includes educational material. These systems allow for a temporary skill path to be setup to engage selected motor tasks of a student's while also educating the user during the navigation of the motor activity. The configurable nature of the system allows a first sensory/educational motor task to be employed and then reconfigured to provide a second sensory/educational motor task having a different configuration than the first. The difference in configuration allows for differences in the motor-tasks that are tested between the two configurations. The different configurations also allow for different educational activities to be included in the two configurations relative to one another.

In another aspect, a configurable motor-task mat system includes a flexible mat having an upper surface and a lower surface and a plurality of adhesive-free decals each including a front surface and a rear surface, respectively. The flexible mat includes an upper surface providing a substantially uniform and highly smooth surface. Each of the respective rear surfaces include a smooth glossy surface. Each of the plurality of adhesive-free decals include information provided in a graphic, respectively, on the front surface, the information conveying a cue concerning a respective motor task to be performed by a user with the rear surface of the respective adhesive-free decal placed in contact with the upper surface of the flexible mat and the plurality of adhesive-free decals affixed to the motor-task mat in a first configuration. The plurality of adhesive-free decals are configured to remain in a fixed location during use in the first configuration as a result of an adhesion established by a distance dependent molecular adhesion force between the rear surface of the decal and the upper surface of the flexible mat. The distance dependent molecular adhesion force is sufficient to maintain each of the adhesive-free decals in their respective fixed location when subject to a lateral displacement force, and is releasable by grasping an edge of the respective adhesive-free decal with fingertips and peeling the respective adhesive-free decal away from the flexible mat.

In still another aspect, a method of providing occupational therapy using a motor-task mat and a set of adhesive-free decals is provided. In various embodiments, the motor-task mat includes an upper surface, and the set of adhesive free decals each include a front surface having a graphic and a rear surface. According to one embodiment, the method includes placing the motor-task mat on a flat surface, positioning a first plurality of adhesive-free decals included in the set of adhesive free decals in a first configuration on the motor-task mat, displacing at least some of the first plurality of adhesive-free decals relative to their positioning in the first configuration to position a second plurality of adhesive-free decals included in the set of adhesive free decals in a second configuration on the motor-task mat. According to one embodiment, the first configuration is selected to provide a first sequence of motor tasks when the motor-mat is navigated by a user with the first plurality of adhesive-free decals positioned in the first configuration and the second configuration is selected to provide a second sequence of motor tasks when the motor-mat is navigated by the user with the second plurality of adhesive-free decals positioned in the second configuration.

According to this embodiment, each of the first plurality of adhesive-free decals are configured to remain in a fixed location during use in the first configuration because of an adhesion established by a distance dependent molecular adhesion force between the rear surface of each of the respective adhesive-free decals included in the first plurality of adhesive-free decals and the upper surface of the motor-task mat. Each of the second plurality of adhesive-free decals are configured to remain in a fixed location during use in the second configuration because of the adhesion established by the distance dependent molecular adhesion force between the rear surface of each of the respective adhesive-free decals included in the second plurality of adhesive-free decals and the upper surface of the motor-task mat. An attachment force provided by the distance dependent molecular adhesion force is sufficient to maintain each of the adhesive-free decals in their respective fixed location when subject to a lateral displacement force. The attachment force provided by the distance dependent molecular adhesion force is releasable by grasping an edge of any of the respective adhesive-free decals affixed to the mat with fingertips and peeling the respective adhesive-free decal away from the motor-task mat.

As used herein, the term “motor-task” and the phrase “motor task” refer to an activity that exercises the user/student's ability to perform gross motor tasks, sensory motor tasks and visual motor tasks either alone or in combination with one another. Those of skill in the art will recognize based on the disclosure herein that: gross motor tasks include activities such as jumping and hopping; sensory motor tasks include activities such as spinning and balancing; and visual motor tasks include tasks that include a coordination of movements based on the perception of visual information.

As used herein, the phrases “motor path” and “motor pathway” refer to a set of visual prompts for motor tasks that an end user is to complete. Those of ordinary skill in the art will recognize based on the disclosure herein that, in some embodiments, motor paths and motor pathways can provide visual cues for completion of the motor tasks in a pre-defined sequence. Those of ordinary skill in the art will also recognize based on the disclosure herein that, in some embodiments, motor paths and motor pathways provide visual cues for completion in a sequence that is provided to the end user in real time by an occupational therapist, teacher or other instructor (for example, provided through verbal instructions, hand signals, flash cards).

As used herein, the terms “education,” “educating” or “educational” refer to the subject or act of teaching a student to learn any one or any combination of the alphabet, numbers, vocabulary and mathematics. Those of skill in the art will understand based on the disclosure provided herein that educational activities assist a student in learning how to read, write, speak and solve mathematical problems. According to various embodiments, the apparatus, systems and methods described herein benefit the user/student by combining motor-task skill training and education.

BRIEF DESCRIPTION OF DRAWINGS

The accompanying drawings are not intended to be drawn to scale. In the drawings, each identical or nearly identical component that is illustrated in various figures is represented by a like numeral. For purposes of clarity, not every component may be labeled in every drawing. In the drawings:

FIG. 1 illustrates a motor mat system in accordance with one embodiment;

FIG. 2A illustrates the motor mat system of FIG. 1 in a first configuration in accordance with one embodiment;

FIG. 2B illustrates the motor mat system of FIG. 1 in a second configuration in accordance with one embodiment;

FIG. 3 illustrates top and bottom views of a motor mat system in accordance with one embodiment;

FIG. 4A illustrates a motor/educational mat system in accordance with one embodiment;

FIG. 4B illustrates the motor/educational mat system of FIG. 4A in a first configuration in accordance with one embodiment;

FIG. 5A illustrates a motor/educational mat system in accordance with another embodiment;

FIG. 5B illustrates a motor/educational mat system in accordance with a further embodiment;

FIG. 5C illustrates the motor/educational mat system of FIG. 5B in a first configuration in accordance with one embodiment;

FIG. 6A illustrates a motor/educational mat system in accordance with still another embodiment;

FIG. 6B illustrates the motor/educational mat system of FIG. 6A in a first configuration in accordance with one embodiment;

FIG. 7 illustrates a motor mat system in accordance with yet another embodiment; and

FIG. 8 illustrates a motor mat system in accordance with one embodiment.

DETAILED DESCRIPTION

This invention is not limited in its application to the details of construction and the arrangement of components set forth in the following description or illustrated in the drawings. The invention is capable of other embodiments and of being practiced or of being carried out in various ways. Also, the phraseology and terminology used herein is for the purpose of description and should not be regarded as limiting. The use of “including,” “comprising,” or “having,” “containing”, “involving”, and variations thereof herein, is meant to encompass the items listed thereafter and equivalents thereof as well as additional items.

Referring to FIG. 1, a motor mat system 100 is illustrated in accordance with one embodiment. The motor mat system 100 includes a mat 102 and a plurality of decals 104. The mat includes an upper surface 101. In various embodiments, the mat 102 is a flexible sheet of material that can be rolled up in the same manner as a yoga mat. For example, the mat 102 can be manufactured from PVC or rubber. However, according to some other embodiments, the mat 102 is manufactured from a thermoplastic elastomer, for example, thermoplastic polyurethane. According to one embodiment, the mat 102 is manufactured as a sheet of thermoplastic polyurethane. According to these embodiments, the upper surface 101 of the mat 102 provides a substantially uniform and highly smooth surface that is easily bonded to. According to one embodiment, the upper surface 101 of the mat 102 is a polished surface. That is, the upper surface 101 provides a smooth glossy surface.

In various embodiments, each of the plurality of decals 104 is manufactured from a thin durable material. According to one embodiment, each of the plurality of decals 104 is manufactured from a thin vinyl material. The front surface of each of the plurality of decals 104 includes a graphic element. For example, each of the respective graphic elements provides a visual cue that indicates a movement or clue concerning an activity or action that a user should take. In the illustrated embodiment, the plurality of decals 104 include a left directional arrow graphic, a right directional arrow graphic, a right foot graphic representing a right step activity, a left foot graphic representing a left step activity, a frog graphic representing a hop activity, a crab graphic representing a crab walk activity, a tornado graphic representing a spin-around activity and a jump graphic representing a jump activity. According to these embodiments, the graphic elements can include any one of or any combination of alphanumeric text elements and design elements.

Although the decals are illustrated as quadrangle shaped items with the graphic element surrounded by a border, other configurations can be provided depending on the embodiment. For example, the decals can be manufactured with dimensions that are limited to the size and shape of the graphic element itself. According to these embodiments, each different graphic element has a shape that is defined by an outline of the graphic element. According to one embodiment, the decals are manufactured with shapes custom to each graphic design using a die cutting operation. FIG. 1 illustrates a single representative decal face down to illustrate a rear surface 105 found on each of the respective decals.

In various embodiments, the decals 104 include a front surface where the graphic element is printed and a substantially uniform smooth rear surface. The vinyl from which the decals 104 are constructed provides a soft, pliable item with a rear surface that is highly polished and so smooth that it acts like a flat suction cup when placed in contact with another very smooth surface. That is, the rear surface of the decal includes a smooth glossy surface. In contrast, the ink applied to the front surface to provide the graphic element results in a comparatively much rougher surface that does not bond to other surfaces in the adhesive-less manner of the rear surface described below.

In operation, the mat 102 is unrolled and placed on a flat surface such that the upper surface 101 of the mat defines a flat planar surface. A set of decals is selected and organized to create a desired motor pathway that includes a desired sequence of motor activity to be performed. The set of the decals included in the plurality of decals 104 are placed rear side down on selected locations of the mat 102 to provide the desired motor path, for example, as illustrated and described with reference to FIGS. 2A and 2B. The motor path that is laid out on the mat can also be referred to as an array.

The configurable nature of the system 100 is a result of the adhesion between the decals 104 and the mat 102 without the use of any adhesive. With the rear surface of the decal pressed into place on the upper surface of the mat 102 the air between the two surfaces is removed and a limited strength vacuum may be formed to secure the two surfaces to one another. Further, the uniform, smooth nature of the rear surface of the decal and the upper surface of the mat 102 results in a dispersive adhesion force that creates an attraction at the molecular level between the two surfaces. The adhesion force is provided by the van der Waals forces which are distance dependent interactions at the molecular level between the two planar surfaces. In particular, the molecular bonding and suction of the rear surface of the planar-shaped decals 104 and the upper surface of the mat 102 provides a relatively high strength bond resistant to lateral displacement. The strength of the adhesion force is improved where the mat 102 is located on a smooth solid flat surface such as a floor that removes any ripples, folds or other discontinuities in the planar upper surface during use. Because the adhesion forces are distance dependent, the decals 104 are easily removed by grabbing an edge with the fingertips and gently peeling upward.

The configurable nature of a motor mat system 120 is further illustrated in FIGS. 2A and 2B. FIG. 2A illustrates an embodiment in which a set of decals 121 are arranged on the mat 102 in a first configuration. The set of decals 121 includes right foot graphic decals, left foot graphic decals and at least a directional arrow decal. The left foot decals include a first decal 122, a third decal 124 and a fourth decal 126. The right foot decals include a second decal 123 and a fourth decal 125. An arrow decal 127 is the sole arrow decal included in the set of decals 121. In this first configuration, the motor mat system 120 provides a motor path with graphics that instruct the user to complete an ordered sequence of gross motor tasks.

The set of decals 121 is selected to allow an occupational therapist, teacher or other instructor to provide a first activity that can be completed by one or more users with the motor mat system 121. According to the illustrated embodiment, the left foot decals 122, 124, 126 and right foot decals 123, 125 are aligned with one another along the longitudinal axis of the mat 102 in an alternating sequence left step/right step/left step, etc. The directional arrow decal 127 indicates the starting point of the path. The user moves along the path by taking a left step to the first decal 122 followed in sequence by a right step to the second decal 123, a left step to the third decal 124, a right step to the fourth decal 125 and a left step to the fifth decal 126 before stepping off the mat 102. The lateral alignment of the set of decals 121 along the longitudinal axis of the mat 102 creates a series of aligned steps that provides a balancing activity. For example, the sequence of movements provided by the configuration of the motor mat system illustrated in FIG. 2A is the same set of steps required by a user on a balance beam. The adhesion force created when the rear surface of the decals 121 are placed in close engagement with the upper surface of the mat 102 securely attaches the set of decals 121 in fixed locations on the mat 102 through repeated use of the motor mat system in this first configuration.

Referring now to FIG. 2B a set of decals 131 selected from the plurality of decals 104 is arranged in a different configuration on the mat 102 to create a different motor task. The set of decals 131 includes a foot graphic decal, directional arrow graphic decals and a plurality of dynamic movement graphic decals. The foot graphic decal is a right foot decal 132. The directional arrow graphic decals include a left directional arrow decal 133 and a right directional arrow 135. The dynamic movement decals include a frog decal 134, a tornado decal 136 and a crab decal 137. In this second configuration, the motor mat system 130 provides a motor path with graphics that instruct the user to complete an ordered sequence including a combination of gross motor tasks and sensory motor tasks. Here too, the adhesion force created when the rear surface of the decals 131 are placed in close engagement with the upper surface of the mat 102 securely attaches the set of decals 131 in fixed locations on the mat 102 through repeated use of the motor mat in the illustrated configuration including the performance of dynamic movement activities.

The user moves along the motor path by taking a right step to the first decal 132 followed by a movement to the left as indicated by the left directional arrow 133, a hop as indicated by the frog decal 134, a movement to the right as indicated by the right directional arrow 135, a spin as indicated by the tornado decal 136 and a crab walk to the end of the mat as indicated by the crab decal 137. Following completion of the motor path as illustrated, the decals 131 can be peeled off of the mat 102 and organized together or with additional or alternative decals to create a completely different motor path.

FIGS. 2A and 2B illustrate how the motor mat system 100 facilitates a great variety of custom configurations 120, 130 that an occupational therapist or other instructor can deploy to achieve specific goals when working with children or other end users. The motor mat system 100 is also portable and easily moved to a variety of location indoors or outdoors. The motor mat system 100 can be used on any flat surface regardless of orientation. That is, the motor mat system 100 can be deployed on a flat surface that is at an angle. In some embodiments, the motor mat system 100 can be placed in a vertical orientation, for example, to prompt the end user to complete a desired sequence of motor tasks using their arms and their hands. The motor mat system 100 can quickly be setup for temporary use at any of these locations. A series of motor paths can be configured one after another. These motor paths can be customized based on age or other characteristics of the end users.

As described above, the upper surface 101 of the mat 102 provides a substantially uniform smooth surface. In these embodiments, the upper surface 101 improves the qualities of the surface on which the rear surface 105 of the decals 104 is placed for an adhesive-free dispersion adhesive bond. Referring now to FIG. 3, the upper surface 101 is illustrated along with a lower surface 103 located on the underside of the mat 102. According to various embodiments, the lower surface 103 includes a textured surface to allow the mat 102 to grip the surface on which the mat 102 is placed.

According to some embodiments, motor mat systems can provide motor paths by including an array of alphanumeric symbols that provide an educational component. The use of the alphanumeric symbols located on the mat can provide an educational aspect to a motor path created with the system. That is, learning can be accomplished in combination with activities that involve any of gross motor tasks, sensory motor tasks, and visual motor tasks. Referring now to FIGS. 4A and 4B, a motor-skill/educational mat system 400 is illustrated in accordance with one embodiment. The motor-skill/educational mat system 400 includes a mat 402 and a plurality of decals 404. According to the illustrated embodiment, the plurality of decals includes graphic elements for letters of the alphabet. Depending on the embodiment, these can include capital letters, lower case letters, a portion of the alphabet or the entire alphabet. Further, while illustrated with reference to a Latin alphabet, the graphic elements can include characters from other alphabets.

Referring to FIG. 4B, a set of decals is selected and organized to create a desired motor-skill/educational array on the mat 402. The set of the decals included in the plurality of decals 404 are placed rear side down at selected locations on the upper surface of the mat 402 to provide the desired array. According to one embodiment, the motor-skill/educational array illustrated in FIG. 4B can be employed to guide the user in a general left or right direction across the mat. Depending on the layout of the decals and any associated verbal instructions, the path traveled by the student can be linear or include zig zags as the user moves across the mat. According to some embodiments, the educational component can be furthered by instructing the user to move along the motor-skill/educational path in a somewhat random manner (random relative to the organization of the decals) in real time. For example, where the user begins on capital letter A, the user can be instructed to move from there to lowercase letter d. This forces the user to consider whether their next movement is a direct movement to an immediately adjacent location, for example, either of the location of the decal of capital letter C or the location of the decal of capital letter E. Only their recognition of the lowercase letter d allows them to correctly make the next movement along the mat.

Elements of gross motor tasks, sensory motor tasks and visual motor tasks can be included through real time instruction and/or the inclusion of one or more motor-task decals, for example, the plurality of decals 104 as illustrated and described with reference to FIGS. 1-2B. Where user-directed verbal instructions are provided for motor tasks by an occupational therapist or other instructor, the verbal instructions can include a combination of the motor-task activity and the educational (or knowledge-based) activity. For example, referring again to FIG. 4B a user standing at the capital letter E can be instructed to hop, crab walk or jump to the capital letter D. Once there the user can be instructed to, for example, spin in place or move to the lowercase letter b and then spin. The preceding can be achieved even where the array does not include any motor-task decals. However, motor-task decals may also be included in the array where they can be located among a set of upper and/or lowercase letters. For example, a “JUMP” decal may be place in the center of the mat 402. A user located at the lowercase letter a can be instructed to move to capital letter D through the location of the “JUMP” decal at which point they have an opportunity to jump.

The motor mat system 100 can quickly be setup for temporary use at any of these locations. A series of motor paths can be configured one after another. These motor paths can be customized based on age, mathematical skill level, vocabulary skill level, reading skill level or other characteristics of the end users.

Referring now to FIG. 5A, a motor-skill/educational mat system 560 includes a mat 561, a set of marked locations 562, a set of numbers 564, an addition arrow 566 and a subtraction arrow 568. In some embodiments, the motor-skill/educational mat system 560 provides a human number line. For example, in some embodiments, the set of marked locations 562, the set of numbers 564, the addition arrow 566 and the subtraction arrow 568 are provided as fixed location graphics integral to the mat 561, for example, printed on the mat. These embodiments can provide a time savings for the therapist or other instructor because the system 560 is ready to use as soon as the mat 561 is unrolled and set on the floor. According to other embodiments, the set of marked locations 562, the set of numbers 564, the addition arrow 566 and the subtraction arrow 568 are removable decals constructed in the manner described for the plurality of decals 104 illustrated and described with reference to FIGS. 1-2B.

As illustrated in FIG. 5A, the system 560 includes a plurality of numbers which can be employed to assist pupils learning basic math skills either alone or in combination with motor tasks. For example, a pupil standing at the marked location adjacent the number two can be asked to complete an addition of two plus two where the math problem is solved with the student moving to the marked location adjacent the number that matches the solution, the number four in this example. Here, the addition arrow 566 can aid the student's problem solving by providing a hint that addition results in a larger number somewhere to the right of their current location. Problems in subtraction can be solved in a similar fashion. For example, with the student standing on a marked location 564 adjacent the number eight the student is asked to subtract three. This math problem is solved with the student moving to the marked location adjacent the number that matches the solution, the number five in this example. Here, the subtraction arrow 568 can aid the student's problem solving by proving a hint that subtraction results in a smaller number somewhere to the right of their current location.

Referring now FIGS. 5B and 5C a motor-skill/educational mat system 500 is illustrated in accordance with another embodiment. The motor-skill/educational mat system 500 includes a mat 502 and a plurality of decals 504. According to the illustrated embodiment, the plurality of decals 504 includes a set of numbers and mathematical symbols. In various embodiments, the numbers and the mathematical symbols included in the plurality of decals 504 are provided together in a set because they are directed to the same level of learning, for example, they are selected for students with a particular math level. For example, while the illustrated embodiment includes a plus sign and a minus sign, other mathematical symbols can be included to test more advanced skills such as multiplication and division.

Referring to FIG. 5C, a set of decals is selected and organized to create a desired motor-skill/educational array on the mat 502. The set of the decals included in the plurality of decals 504 are placed rear side down at selected locations on the upper surface of the mat 502 to provide the desired array. Depending on the layout, the motor-skill/educational array illustrated in FIG. 5C can be employed to guide the user in any direction on the mat 502 as needed to solve the math problem that is displayed. In the illustrated embodiment, the array of decals is placed to provide a multiple-choice problem in addition. The student can move from the number one to the number 3 via the plus symbol and on to the equal symbol. At that point, the student must select an answer from the number four located nearer an upper edge of the mat and the number seven located nearer the lower edge of the mat.

Elements of gross motor tasks, sensory motor tasks and visual motor tasks can be included through real time instruction or the inclusion of one or more motor-task decals, for example, the plurality of decals 104 as illustrated and described with reference to FIGS. 1-2B. User-directed verbal instructions can also be provided for motor tasks by an occupational therapist or other instructor in combination with one or more motor task decals. Verbal instructions can also include a combination of the motor-task activities and the educational activity. For example, referring again to FIG. 5C a user standing at the number one can be instructed to hop, crab walk or jump to the number three via the plus symbol.

The preceding can be achieved even where the selected array does not include any motor-task decals. However, motor-task decals may also be included in the array where they can be located among a set of number decals. For example, a tornado decal may be placed between the number one and the plus sign. According to some embodiments, a decal can include both a math number or symbol and a motor-skill graphic such as a frog graphic representing a hop activity, a crab graphic representing a crab walk activity, a tornado graphic representing a spin-around activity and a jump graphic representing a jump activity. This can provide the student with a visual cue to perform a motor task while simultaneously solving the math problem. Referring again to FIG. 5C to provide one example, the plus decal can be replaced with a frog decal that includes the plus symbol to prompt the student to hop from the plus symbol to the number three.

The configurable nature of the motor-skill/educational mat system 500 provides a dynamic medium to present a wide variety of math problem solving exercises to students in combination with motor tasks in addition to the examples described above.

Referring now FIGS. 6A and 6B a motor-skill/educational mat system 600 is illustrated in accordance with another embodiment. The motor-skill/educational mat system 600 includes a mat 602 and a plurality of decals 604. According to the illustrated embodiment, the plurality of decals 604 includes a set of words with a single word on each decal. In various embodiments, the words included in the plurality of decals 604 are provided together in a set because they are directed to the same level of learning, for example, they are selected for students with a particular vocabulary level.

Referring to FIG. 6B, a set of decals is selected and organized to create a desired motor-skill/educational array on the mat 602. Here too, the set of the decals included in the plurality of decals 604 are placed rear side down at selected locations on the upper surface of the mat 602 to provide the desired array. According to one embodiment, the motor-skill/educational array illustrated in FIG. 6B can be employed to guide the user in a general left or right direction across the mat. Depending on the layout of the decals and any associated verbal instructions, the path traveled by the student can be linear or include zig zags as the user moves across the mat. According to some embodiments, the educational component can be furthered by instructing the user to move along the motor-skill/educational path in a somewhat random manner (random relative to the organization of the decals) in real time. For example, where the user begins on the word “cat”, the user can be instructed to move from there to the word “bike”. This forces the user to consider whether their next movement is a direct movement to an immediately adjacent location, for example, the location of the decal of the word “car”. It is their recognition of the word “bike” that allows them to correctly make the next movement along the mat.

Elements of gross motor tasks, sensory motor tasks and visual motor tasks can be included through real time instruction and/or the inclusion of one or more motor-task decals, for example, the plurality of decals 104 as illustrated and described with reference to FIGS. 1-2B. User-directed verbal instructions can also be provided for motor tasks by an occupational therapist or other instructor either alone or in combination with one or more motor task decals. Verbal instructions can also include a combination of the motor-task activities and the educational activity. For example, referring again to FIG. 6B a user standing at the word “bike” can be instructed to hop, crab walk or jump to the word “home”. Once there the user can be instructed to, for example, spin in place or crab walk off the mat 602. The preceding can be achieved even where the selected array does not include any motor-task decals. However, motor-task decals may also be included in the array where they can be located among a set of word decals. For example, a frog decal may be place in the center of the mat 602. A user located at the word “car” can be instructed to move to word “bike” through the location of the frog decal at which point they complete their transit from “car” to “bike” with a hop.

The configurable nature of the motor-skill/educational mat system 600 provides a dynamic medium to present varying educational problem solving exercises to students in addition to those described above in combination with motor tasks. For example, a student can be challenged with a word recognition motor-skill/educational path. Here, the occupational therapist or other instructor can set the array of decals on the mat 602 and sequentially call out represented words. This can challenge the student to identify the word by moving to the location on the mat 602 of the corresponding decal (i.e., one of the plurality of decals 604). Another educational exercise asks the student to move from decal to decal to put together a sentence. Here, the plurality of decals 604 can include both nouns and verbs. In yet another exercise, an instructor can position a set of decals to form a sentence. The student is then asked to move from decal to decal while reading the sentence aloud to mark their progress. Motor tasks can be integrated as described above through verbal instruction and/or the addition of motor-task decals placed on the mat 602.

Referring now to FIG. 7, a motor mat system 700 is illustrated in accordance with another embodiment. The motor mat system 700 includes a mat 702, a plurality of start arrows 772, a plurality of end markers 774 and a plurality of lines 776. According to the illustrated embodiment, each of the plurality of lines 776 runs in a respective sinuous path between a respective one of the start arrows 772 and a respective one of the end markers 774. Depending on the embodiment, the lines are distinguished from one another using different colors, different styles, different dash types and/or different weights for each one of the plurality of lines 776 relative to others of the lines 776. Where different colors are used, the colors of anyone of the plurality of lines is matched with the associated start arrow and end marker. According to one embodiment, the plurality of start arrows 772, the plurality of end markers 774 and the plurality of lines 776 are provided as an integral part of the mat 702.

The motor mat system 700 is employed to engage a user's visual perception skills. For example, starting at a selected one of the plurality of start arrows 772 the user balances themselves as they walk a single line from the associated start arrow to the associated end marker.

Referring now to FIG. 8, a motor-skill/educational mat system 800 is illustrated in accordance with another embodiment. The motor-skill/educational mat system 800 includes a mat 802 and a plurality of decals 804. According to the illustrated embodiment, the mat 802 includes a grid that can be printed or otherwise provide as an integral part of the mat 802. The grid includes a set of rows 888 and a set of columns 889. In various embodiments, the plurality of decals 804 can include any one of or any combination of number decals, letter decals word decals and motor-skill decals. While not illustrated in FIG. 8, the motor-skill decals can include decals as illustrated and described with reference to the plurality of decals 104 in FIGS. 1-2B. Further, the plurality of decals 804 can be provided together in a set because they are directed to the same level of learning, for example, they are selected for students with a particular vocabulary level.

According to some embodiments, a set of decals included in the plurality of decals 804 can be selected and organized to create a desired motor-skill/educational array within the grid on the mat 802. The set of the decals included in the plurality of decals 804 are placed rear side down at selected locations on the upper surface of the mat 802 to provide the desired array. According to one embodiment, a motor-skill/educational array can be deployed on the mat in combination with verbal instructions to guide the user for movements within the grid. According to these embodiments, the squares within the grid provide a reference coordinate system that allow the occupational therapist or other instructor to provide a student with instructions that include a directional element. These embodiments allow the instructor to assist a student learning spatial relation skills. Depending on the layout of the decals and any associated verbal instructions, the path traveled by the student can include left, right, up and down directions as the user moves across the mat. The instructions can also include specific movements to integrate gross motor tasks (jumping, hopping, etc.), sensory motor tasks (spinning, balance, etc.), and additional visual motor tasks in the path traveled by the student.

For example, the rows 888 and columns 889 can be labeled with row and column numbers or letters. Here, the instructor can provide a verbal instruction such as “step” or “jump to 4B.” In addition, to verbal instructions motor task decals can be located in selected squares such that the student performs the motor skill when they first arrive on the square in the grid. For example, where a tornado decal is placed at 2C, a student instructed to move to 2C arrives at the square and spins in place. The grid can be used in a similar fashion even where the rows and columns are unlabeled. For example, verbal instructions can be provided to move left two squares, move right one square, move up or move down.

The configurable nature of the motor-skill/educational mat system 800 provides a dynamic medium to present varying educational problem solving exercises to students in addition to those described above in combination with motor tasks. For example, a student can be challenged with word recognition motor-skill/educational navigation of the grid. Here, the occupational therapist or other instructor can set the array of decals on the mat 802 and sequentially call out represented words. This can challenge the student to identify the word by moving to the location within grid where the corresponding decal (i.e., one of the plurality of decals 804) is located. Another educational exercise asks the student to move to locations in the grid with word decals to put together a sentence. In yet another exercise, an instructor can position a set of decals to form a sentence. The student is then asked to move from decal to decal within the grid structure while reading the sentence aloud to mark their progress. Motor tasks can also be integrated as described above through verbal instruction and/or the addition of motor-task decals placed on the mat 802. As is described above, the grid structure and configurable nature of the motor-skill/educational mat system 800 allow and endless set of motor tasks and educational task to be combined in a format that challenges the student's directional skills and spatial relation skills.

Although the embodiments are described above as being primarily directed to occupational therapy and educational applications, the mat systems described herein can be employed for other activities. For example, in further embodiments, configurable mat systems as illustrated and described herein are employed for games or other entertainment. These embodiments can include a flexible mat having an upper surface and a lower surface where the upper surface provides a substantially uniform and highly smooth surface. The associated adhesive-free decals can include a front surface and a rear surface that provides a smooth glossy surface. In these embodiments, a graphic with information is provided on the front surface. In various embodiments, the graphic can include various designs, colors and text alone or in combination. The mat system can be placed on a flat surface and configured with a selected configuration that can be employed by one or more users in a game and/or an entertainment activity. According to one embodiment, the mat is manufactured from a thermoplastic elastomer, where the lower side includes a textured surface to allow the mat to grip a surface on which the mat is placed, and the adhesive-free decals are manufactured from vinyl.

Having thus described several aspects of at least one embodiment of this invention, it is to be appreciated that various alterations, modifications, and improvements will readily occur to those skilled in the art. Such alterations, modifications, and improvements are intended to be part of this disclosure, and are intended to be within the spirit and scope of the invention. Accordingly, the foregoing description and drawings are by way of example only. 

What is claimed is:
 1. A configurable motor-task mat system comprising: a flexible mat including an upper surface and a lower surface, the upper surface providing a substantially uniform and highly smooth surface; and a plurality of adhesive-free decals each including a front surface and a rear surface, respectively, each of the respective rear surfaces including a smooth glossy surface, each of the plurality of adhesive-free decals including information provided in a graphic, respectively, on the front surface, the information conveying a cue concerning a respective motor task to be performed by a user with the rear surface of the respective adhesive-free decal placed in contact with the upper surface of the flexible mat and the plurality of adhesive-free decals affixed to the flexible mat in a first configuration, wherein the plurality of adhesive-free decals are configured to remain in a fixed location during use in the first configuration as a result of an adhesion established by a distance dependent molecular adhesion force between the rear surface of the decal and the upper surface of the flexible mat, wherein the distance dependent molecular adhesion force is sufficient to maintain each of the adhesive-free decals in their respective fixed location when subject to a lateral displacement force, and wherein the distance dependent molecular adhesion force is releasable by grasping an edge of the respective adhesive-free decal with fingertips and peeling the respective adhesive-free decal away from the flexible mat.
 2. The configurable motor-task mat system of claim 1, wherein the flexible mat is manufactured from a thermoplastic elastomer, the lower side including a textured surface to allow the flexible mat to grip a surface on which the flexible mat is placed, and wherein the plurality of adhesive-free decals are manufactured from vinyl.
 3. The configurable motor-task mat system of claim 2, wherein the flexible mat includes a sheet of thermoplastic polyurethane, and wherein the plurality of adhesive-free decals are manufactured from soft, pliable vinyl.
 4. The configurable motor-task mat system of claim 1, wherein the respective motor task includes at least one of a gross motor task, a sensory motor task and a visual motor task.
 5. The configurable motor-task mat system of claim 4, wherein the information includes at least one of a letter of an alphabet, a word and a number.
 6. The configurable motor-task mat system of claim 5, wherein the first configuration includes the plurality of adhesive-free decals organized on the flexible mat to cue the user to perform a first sequence of motor tasks while completing a first educational activity that provides a first lesson, wherein the plurality of adhesive-free decals are configured to be temporarily removed from the flexible mat and re-affixed to the flexible mat in a second configuration, and wherein with the plurality of adhesive-free decals organized on the flexible mat in the second configuration the user is cued to perform a second sequence of motor tasks while completing a second educational activity that provides a second lesson, the second lesson being different than the first lesson, and wherein the plurality of adhesive-free decals are configured to remain in the fixed location during use in the second configuration as the result of the adhesion established by the distance dependent molecular adhesion force between the rear surface of the decal and the upper surface of the flexible mat.
 7. The configurable motor-task mat system of claim 6, wherein the flexible mat includes a sheet of thermoplastic polyurethane, the lower side including a textured surface to allow the flexible mat to grip a surface on which the flexible mat is placed, and wherein the plurality of adhesive-free decals are manufactured from a soft pliable vinyl.
 8. The configurable motor-task mat system of claim 1, wherein the respective motor task includes at least one of a gross motor task, a sensory motor task and a visual motor task, wherein the first configuration includes the plurality of adhesive-free decals organized on the flexible mat to cue the user to perform a first sequence of motor tasks, wherein the plurality of adhesive-free decals are configured to be temporarily removed from the flexible mat and re-affixed to the flexible mat in a second configuration, and wherein with the plurality of adhesive-free decals organized on the flexible mat in the second configuration the user is cued to perform a second sequence of motor tasks, the second sequence of motor tasks being different than the first sequence of motor tasks, and wherein the plurality of adhesive-free decals are configured to remain in the fixed location during use in the second configuration as the result of the adhesion established by the distance dependent molecular adhesion force between the rear surface of the decal and the upper surface of the flexible mat.
 9. The configurable motor-task mat system of claim 8, wherein, with the plurality of adhesive-free decals organized in the first configuration, the user is prompted to perform a first sequence of motor tasks to complete a first educational activity that provides a first lesson when the motor-mat is navigated by the user, wherein, with the plurality of adhesive-free decals organized in the second configuration, the user is prompted to perform a second sequence of motor tasks to complete a second educational activity that provides a second lesson when the motor-mat is navigated by the user, and wherein the second lesson is a different lesson than the first lesson.
 10. The configurable motor-task mat system of claim 9, wherein the second educational activity is different than the first educational activity.
 11. The configurable motor-task mat system of claim 10, wherein the first educational activity includes solving a mathematical problem, and wherein the second educational activity includes learning vocabulary.
 12. A method of providing occupational therapy using a motor-task mat that includes an upper surface, and a set of adhesive-free decals each decal included in the set of adhesive free decals including a front surface having a graphic and a rear surface, the method comprising: placing the motor-task mat on a flat surface; positioning a first plurality of adhesive-free decals included in the set of adhesive free decals in a first configuration on the motor-task mat, the first configuration selected to provide a first sequence of motor tasks when the motor-mat is navigated by a user with the first plurality of adhesive-free decals positioned in the first configuration; and displacing at least some of the first plurality of adhesive-free decals relative to their positioning in the first configuration to position a second plurality of adhesive-free decals included in the set of adhesive free decals in a second configuration on the motor-task mat, the second configuration selected to provide a second sequence of motor tasks when the motor-mat is navigated by the user with the second plurality of adhesive-free decals positioned in the second configuration, wherein each of the first plurality of adhesive-free decals are configured to remain in a fixed location during use in the first configuration because of an adhesion established by a distance dependent molecular adhesion force between the rear surface of each of the respective adhesive-free decals included in the first plurality of adhesive-free decals and the upper surface of the motor-task mat, wherein each of the second plurality of adhesive-free decals are configured to remain in a fixed location during use in the second configuration because of the adhesion established by the distance dependent molecular adhesion force between the rear surface of each of the respective adhesive-free decals included in the second plurality of adhesive-free decals and the upper surface of the motor-task mat, wherein an attachment force provided by the distance dependent molecular adhesion force is sufficient to maintain each of the adhesive-free decals in their respective fixed location when subject to a lateral displacement force, and wherein the attachment force provided by the distance dependent molecular adhesion force is releasable by grasping an edge of any of the respective adhesive-free decals affixed to the mat with fingertips and peeling the respective adhesive-free decal away from the motor-task mat.
 13. The method of claim 12, further comprising including at least some of the first plurality of adhesive-free decals in the second plurality of adhesive-free decals.
 14. The method of claim 12, further comprising establishing the second configuration such that the second sequence of motor tasks is different than the first sequence of motor tasks.
 15. The method of claim 14, wherein the act of displacing further comprises replacing all the first plurality of adhesive-free decals with the second plurality of adhesive-free decals to establish the second configuration.
 16. The method of claim 14, further comprising including at least one of a gross motor task, a sensory motor task and a visual motor task in each of the first sequence of motor skills and the second sequence of motor skills.
 17. The method of claim 16, further comprising: including in the graphic at least one of a letter of an alphabet, a word and a number; establishing the first configuration to provide a first educational lesson when the motor-mat is navigated by the user with the first plurality of adhesive-free decals positioned in the first configuration; and establishing the second configuration to provide a second educational lesson when the motor-mat is navigated by the user with the second plurality of adhesive-free decals positioned in the second configuration, the second educational lesson being different than the first educational lesson. 